ELA8+Road+Not+Taken

= Topic = toc Students will analyze their strengths by reading about strong characters who ventured against conventional wisdom in search of the greater good. Additionally, they will analyze how authors use allegory, symbolism, and satire to affect the reader.
 * The Road Not Taken **

=Common Core Standards= Students will:
 * RL.8.7:** Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
 * W.8.3:** Write narratives to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences.
 * SI.8.4:** Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
 * L.8.3:** Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L.8.3(a):** Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action: expressing uncertainty or describing a state contrary to fact).

=Suggested Student Objectives= //**SWBAT:**//
 * Read and discuss a variety of novels that reveal, explicitly or implicitly, "the greater good;"
 * Experiment with performing poetry in a variety of styles and discuss how these changes affect its interpretation;
 * Compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read;
 * Analyze how writing styles and literary techniques, such as symbolism or satire, are used and how their use effects the meaning and reader engagement;
 * Write a variety of responses to literature and informational text;
 * Analyze the extent to which a filmed version of a story stays faithful to or departs from the text, evaluating the choices made by the director or actors;
 * Create a multimedia presentation on "the greater good," where the message is either explicitly stated or implied.

= Terminology/ Academic Vocabulary =


 * **Academic Vocabulary** ||  **Text Based Vocabulary**  ||  **ELA Vocabulary**  ||
 * Parallelism ||  Vocal color  ||  Allegory  ||
 * Stereotype ||  Stays Faithful To  ||  Implied/stated theme  ||
 * Conventional Wisdom ||  Roguishly  ||  Satire  ||
 * Findings ||  Ornery  ||  Critique (film vs novel)  ||
 * Salient Points ||  Nonchalantly  ||  Allusion  ||
 * Coherence ||  Resigned  ||  Media  ||
 * Sound reasoning ||  Imploringly  ||  Character development  ||
 * Conventions ||  Aloofness  ||  Dialect  ||
 * Effective technique ||  Contemptuously  ||  Dynamic/static characters  ||
 * Critique ||  Smoldering  ||  Poetry  ||
 * Evaluating choices ||  Radiate  ||  Alliteration  ||
 * Effect vs Affect ||  Unfathomable  ||  Assonance  ||
 * Explicit and Implicit Messages ||  Smolder  ||  Ballad  ||
 * Verbal ||  Hysteric  ||  Couplet  ||
 * Nonverbal ||  Unceasingly  ||  Elegy  ||
 * Societal Discriminations ||  Savvy  ||  Epic  ||
 * || Elude  ||  Figurative Language  ||
 * || Delirious  ||  Figure of Speech  ||
 * || Grimace  ||  Idiom  ||
 * || Incredulous  ||  Free verse  ||
 * || Aghast  ||  Haiku  ||
 * || Mimic  ||  Hyperbole  ||
 * || Gallantly  ||  Imagery  ||
 * || Awed  ||  Limerick  ||
 * || Fiend  ||  Lyric  ||
 * || Realization  ||  Lyric poetry  ||
 * || Clench  ||  Extended Metaphor  ||
 * || Gorge  ||  Meter  ||
 * || Falter  ||  Narrative poetry  ||
 * || Indignant  ||  Ode  ||
 * || Contempt  ||  Onomatopoeia  ||
 * || Siege  ||  Refrain  ||
 * || Resemblance  ||  Repetition  ||
 * || Exploit  ||  Rhyme Scheme  ||
 * || Superiority  ||  Rhythm  ||
 * || Awe  ||  Sonnet  ||
 * || Venture  ||  Speaker  ||

= = =Suggested Additional Readings= The Outsiders by SE Hinton and all suggested poetry
 * REQUIRED NOVEL:**


 * Stories**
 * //Gulliver's Travels// by Jonathan Swift
 * //The House on Mango Street// by Sandra Cisneros / "Mango Says Goodbye," "Papa Who Wakes Up Tired in the Dark," "My Name," and "A House of My Own"
 * //American Dragons: Twenty-five Asian American Voices// by Laurence Yep (EA)
 * //The Color of My Words// by Lynn Joseph
 * //Children of the River// by Linda Crew
 * //Amos Fortune, Free Man// by Elizabeth Yates
 * Novels**


 * //Stargirl// by Jerry Spinelli


 * Poetry**
 * "The Road Not Taken" by Robert Frost (E)
 * "Nothing Gold Can Stay" by Robert Frost (E)
 * //Things I Have to Tell You: Poems and Writing by Teenage Girls// by Betsy Franco
 * //Night Is Gone, Day is Coming: Stories and Poems by American Indian Teens and Young Adults// by Annette Pina Ocha, Betsy Franco, and Traci L. Gourdine


 * Nonfiction**
 * "Trek 7, The Fractal Pond Race" (from //Math Trek: Adventures in the Math Zone//) (Ivars Peterson and Nancy Henderson)


 * Art**
 * Diego Velazquez, "Juan de Pareja" (1650)
 * Artemisia Gentileschi, "Self-Portrait as the Allegory of Painting" (1638-1639)


 * Film**
 * //The Outsiders//
 * //Gulliver's Travels//
 * //Red Tails / Tuskegee Airmen//

from //Paul Revere's Ride// by David Hackett Fisher from //The Boys' War: Confederate Union Soldiers Talk About the Civil War// by Jim Murphy from //Freedom Walkers: The Story of the Montgomery Bus Boycott// by Russell Freedman from //The American Revolutionaries: A History in Their Own Words 1750-1800// by Milton Meltzer "The Woman in the Snow" by Patricia McKissack “Paul Revere’s Ride” by Henry Wadsworth Longfellow “I, Too Sing America” by Langston Hughes “I Know Why the Caged Bird Sings” by Maya Angelou "Sit Ins" and "Sorrow Home" by Margaret Walker
 * Addtional Resources**

=Resource Links= The Road Not Taken

Nothing Gold Can Stay

Stargirl





Juan de Pareja

The Outsiders

[]

[|http://www.bing.com/images/search?q=dali+persistence+of+time&id=8594483606843651289B50A8139017116DBE666E&FORM=IQFRBA&adlt=strict#a]

=Activities=
 * Read and discuss a variety of novels that reveal, explicitly or implicitly, "the greater good;"
 * Experiment with performing poetry in a variety of styles and discuss how these changes affect its interpretation;
 * Compare and contrast characters, plots, themes, settings, and literary techniques used in the stories read;
 * Analyze how writing styles and literary techniques, such as symbolism or satire, are used and how their use effects the meaning and reader engagement;
 * Write a variety of responses to literature and informational text;
 * Analyze the extent to which a filmed version of a story stays faithful to or departs from the text, evaluating the choices made by the director or actors;
 * Create a multimedia presentation on "the greater good," where the message is either explicitly stated or implied.

1. Write an argument choosing one side of the following discussion. Do you believe that Ponyboy will "stay gold" or do you belive that "nothing gold can stay"? Provide evidence from the story to support your opinion. 2. Write a response that paraphrases the following quote in your own words. What does Ponyboy mean when he says, "Sixteen years on the streets and you can learn a lot, but all the wrong things, not the things you want to learn. Sixteen years on the streets and you can see a lot, but all the wrong sights, not the sights you want to see." (page 122) Use evidence from the text to support your response. 3. In the novel __The Outsiders__, Johnny and Ponyboy find themselves in a fight in which a Socs is killed. Some people would perceive Johnny as a hero, while others would believe he is guilty of murder. Chose a side, and using solid evidence from the text, support your point of view. ( This assignment canalso be done as an in class courtroom trial or debate. See Links for resources ) 4. Read the poem "Nothing Gold Can Stay". Write a response that identifies the central message. What details support the central message? View Dali's painting //Persistence of Time// and identify how the theme "nothing gold can stay" relates to the painting.
 * Writing Assignments**

=Assessments=
 * FINAL EXAM - (based on the year's work)**
 * Write narratives to develop real or imagined experiences or events, using effective technique, relevant descriptive details, and well-structured event sequences.
 * Write a critique analyzing the extent to which the filmed version of the story "The Outsiders" stays faithful to or departs from the text, evaluate the choices made by the director or actors. Rate it using the Five Star System, five being a top score. Explain your reasoning.
 * Create a multimedia presentation on "the greater good," where the message is either explicitly stated or implied.

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